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Trusted by thousands of teachers and hundreds of schools, districts, and organizations, Better Lesson Professional Learning is the only professional development program that is personalized, specific, and tailored to the needs of an individual teacher and the needs of the students in the classroom.Through participating with Better Lesson Coaching over the past three years, I have grown so much as an educator in ways that I never thought possible.He performed a “meta-analysis,” which is a statistical technique for combining numerous studies into the equivalent of one giant study. Cooper included seventeen research reports that contained a total of 48 comparisons between students who did and did not receive homework.
Those that compared students with and without homework found a stronger association with achievement than the earlier studies had, but these new experiments measured achievement by students’ scores on tests that had been designed to match the homework they had just done.
As for more recent studies looking for a relationship between achievement and time spent on homework, the overall correlation was about the same as the one found in 1989. Among the recent studies not included in Cooper’s new review: One, using a methodology associated with economics, concluded that the amount of math homework given to teenagers was a very good predictor of these students’ standardized test scores in math. But another study – the same one that found younger students are spending a lot more time doing homework these days (see chapter 1) — discovered that the extent of that time commitment was “not associated with higher or lower scores on any [achievement] tests.” (By contrast, the amount of time children spent reading for pleasure was strongly correlated with higher scores.) Taken as a whole, the available research might be summarized as inconclusive.
Of the eight reasons that follow, the first three identify important limitations of the existing research, the next three identify findings from these same studies that lead one to question homework’s effectiveness, and the last two introduce additional data that weaken the case even further. At best, most homework studies show only an association, not a causal relationship.
Statistical principles don’t get much more basic than “correlation doesn’t prove causation.” The number of umbrellas brought to a workplace on a given morning will be highly correlated with the probability of precipitation in the afternoon, but the presence of umbrellas didn’t they ski, or that arranging for a child to take skiing lessons will improve her chances of being admitted.
This took teaching to new levels and PD was targeted specifically to areas that I needed, wanted to work on.
One-on-one coaching is the best kind of professional development.
At play, children learn the most important of life’s lessons, the ones that cannot be taught in school.
To learn these lessons well, children need lots of play — lots and lots of it, without interference from adults. Learning from a teacher who is credentialed and knowledgeable is wonderful, and worksheets can help students work toward mastering the material, but traditional schooling shouldn’t be the only way our kids learn.
giving them some down-time after school, or after their activity, so they can recover mentally from the long day?
Because the question that serves as the title of this chapter doesn’t seem all that complicated, you might think that after all this time we’d have a straightforward answer. Are we looking at how much the teacher assigned or at how much the kids actually did?